giao an tieng anh lop 9 tuan 9 sach moi

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GIÁO ÁN TIẾNG ANH LỚP 9 TUẦN 9
NĂM HỌC 2019 - 2020
Period: 25

Week: 9
A 45-MINUTE TEST
TEST 1

I. OBJECTIVES:

By the end of this Unit, students will be able to:

 Write complex sentences with different dependent clauses
 Use some common phrasal verbs correctly and appropriately
II . PREPARATION: sub -board, pictures, cassette
III. PROCEDURES:
Teacher’s and students’ activities

Content

IV- HOMEWORK:
-Prepare UNIT 4 (Getting started)
Period: 26

Week: 9
Unit 4: LIFE IN THE PAST
Lesson 1 - GETTING STARTED: Preserving the past

I. OBJECTIVES:

By the end of this Unit, students will be able to:

use the lexical items related to life in the past
II . PREPARATION: sub -board, pictures, cassette
III. PROCEDURES:


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Teacher’s and students’ activities

Content

Activity 1:
1 Ask Ss to look at the title of the conversation and the
picture. Ask them some questions:
•

What do you think the people in the conversation are

talking about?
• How do you understand the title ‘Preserving the past’?
Ss answer the questions as a class. Play the recording and
have Ss follow along.
a./ Ss work independently. Encourage them to answer Key:
the questions without looking back at the conversation. 1.Fathers make kites for sons.
Then allow Ss to share answers. Check their answers as a 2.Once every two months.
class.

3.They used to come early,
trying to get a place near the
screen.
4.Only wealthy households.
5.Yes, he does. He said:
“Sometimes I wish I could go
back to that time.
Key:

b./ Ask Ss to find the expressions in the conversation and 1.c 2.a 3. d 4.b
read the context where they appear to make sure that they
understand the meanings of the expressions correctly. Ss
then do the matching. Correct the answers as a class. Ask Key:
Ss if they can think of some more expressions with the 1. Sure.
same meaning.

that.

2.I can’t imagine

3.How cool!

c./ Have Ss work independently to find the most suitable 4.I wish I could go back to
response to each item. Ss can then exchange their answers. that time. 5. How cool!
T checks as a class and explains the answers where 6.I can’t imagine that.


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necessary.

Key:
1.a

Activity 2:

2. d

3.c

4. b

5. e

6. F

Make sure Ss understand the meaning of the words/phrases
in the box. T can ask them to give some examples to show
that they understand the phrase ‘technological changes’. Ss
then work independently to complete the sentences. Have Example:

Women in Hue

them share their answers in pairs. Then elicit the answers used to go swimming at the
from the whole class.

beach fully clothed, to wear

Activity 3:

palm leaf conical hats, to

Have Ss work in small groups to come up with as many past wear
events and practices in their areas as possible.

the

traditional

dress whenever they went

Give the groups a time limit, for example, five minutes. out,

to

stay

at

home

Have them present the list they have made to the class. As a housewives, ...
whole class, decide if these practices were specific to their
region or neighbourhood or were also practised elsewhere.
IV- HOMEWORK:
-Practice reading the dialogue.
-Write new words then learn them by heart.
-Copy the exercise into notebooks.
-Prepare A CLOSER LOOK 1
Period: 27

Week: 9
Unit 4: LIFE IN THE PAST
Lesson 2 – A CLOSER LOOK 1

I. OBJECTIVES:

By the end of this Unit, students will be able to:

-identify in which situations to stress auxiliary verbs in sentences and say
these sentences correctly
- use used/didn’t use + to-infinitive to talk about past practices
II . PREPARATION: sub -board, pictures, cassette

long
as


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III. PROCEDURES:
Teacher’s and students’ activities

Content

Grammar
Activity 1:

Key:

Ask Ss to do the matching individually. Then allow

1.f 2.g 3.b 4.a 5. c 6.e 7. h

them to share their answers with a partner. Check as

8.d

a class.
Note: Ss might have difficulty with the meaning of
‘act out stories’, ‘go bare-footed’, and ‘dance to
drum music’. To check comprehension, T can ask Ss
to mime activities to ensure everyone has a thorough
understanding of the phrases.
Activity 2:
Ss work individually or in pairs. Ask them to
choose the correct answer for each sentence Key:
first.

They then read the sentence carefully to

1.kept a diary 2. entertain

determine the form and the tense of the verb. Check themselves 3.preserve our
the answers as a class.

traditions 4.Use your imagination
5.acting out stories

Activity 3:

6. collect the post 7. going bare-

Have Ss work individually. Then they can exchange footed 8. dance to drum music
their answers with a partner. Check as a class. Now Key:
ask for volunteers, or select Ss, to make new

1.seniority 2.illiterate 3.street

sentences using these words and phrases. Let the vendors
rest of the class decide whether the sentence makes

4.strict rules 5. Physical 6.face to

sense or not. Try to give lots of Ss a go, not just the face
ones who are the most extrovert in the class.
Activity 4:
These words have similar meanings. Before doing


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the task, ask Ss to cover the REMEMBER!box and
elicit the definitions if possible. Then allow them to Key:
read the definitions before doing the task. Have Ss

1.habit 2.behaviour 3.tradition

read each sentence and decide what part of speech is

4. habit 5. practice 6. Behaviour

missing from the sentence. For example, sentence 1
needs a noun because this word stands after article
‘a’. They then complete all the sentences. Confirm
the correct answers as a class.
Activity 5:
Ask Ss to note all the auxiliaries they find in the
sentences first. Discuss with them which ones they
think will be stressed. Play the recording. Ss listen Key + Audio script:
and underline the stressed auxiliaries. They then

1. Life will be improved in those

repeat the sentences with a focus on the stressed remote areas.
ones.

2.They can see the rain coming in

Since Ss often see auxiliaries as unstressed, it is a from the west.
good idea to give Ss some initial guidance from the
REMEMBER!box

under

exercise

5before

3.You did make me laugh!

they 4.He hasn’t handed in his

actually do the exercise.

assignment.
5. I don’t like the idea of going

Activity 6:

there at night.

Have Ss work individually to stress the auxiliaries.

6.Sam doesn’t like fast food but I

Ask them to refer to the REMEMBER! box as they do
do the exercise. Then

play

the

recording.

Ss Key + Audio script:

listen, check, and say the sentences. Call on

1.- The men in my village used to

some Ss to say the sentences individually.

catch fish with a spear.
- Could you do that?
- No, I couldn’t.
2. I have told you many times not


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to leave the door open.
3. We’re going to visit Howick, a
historical village.
4. - You aren’t going to the party?
Is it because you can’t dance?
- I can dance. Look!
5. - I hope she doesn’t do any
damage to the car.
- Don’t worry. She does know how
to drive.
IV- HOMEWORK:
-Write new words then learn them by heart.
-Copy the exercise into notebooks.
-Prepare A CLOSER LOOK 2
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